Graduate-assistant athletic trainers' perceptions of the supervisor's role in professional socialization. Part II.

Autor/inn/en	Thrasher, Ashley B.; Walker, Stacy E.; Hankemeier, Dorice A.; Mulvihill, Thalia
Titel	Graduate-assistant athletic trainers' perceptions of the supervisor's role in professional socialization. Part II. Gefälligkeitsübersetzung: Die Wahrnehmung von graduierten Assistenz-Rehatrainern von Vorgesetzten in der beruflichen Sozialisation. Teil II.
Quelle	In: Journal of athletic training, 51 (2016) 10, S. 771-779 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0160-8320; 1062-6050; 1938-162X
DOI	10.4085/1062-6050-51.11.10
Schlagwörter	Vergleichsuntersuchung; Wahrnehmung; Soziale Entwicklung; College; Lehrer; Lehre; Sportsoziologie; Sportunterricht; Berufsausbildung; Beruf; Professionalisierung; Berufsfeld; Trainer; Soziologie; Sportwissenschaft; Collegesport; Analyse; Entwicklung; Jugendlicher
Abstract	Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2017/2